 The Standards, grounded in what it takes for all students to graduate collegeand career-ready, were developed in a state-led process under the leadership of governors (NGA) and state superintendents (CCSSO) from 48 states who were increasingly concerned about the ability of U.S students to compete in a global economy. The process included the participation of state departments of education, districts, teachers, community leaders, experts in a wide array of fields, and professional organizations.

The Common Core State Standards

An analysis of reading abilities in children with autism spectrum disorders

Aim: The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of ser...

A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities.

Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments.

Visual narratives, such as wordless picture books and picture sequences like comics, have a long history in clinical testing, research, and intervention settings. The widespread "Visual Ease Assumption" rests on the premise that visual narratives, given their non-linguistic nature, may alleviate processing difficulties in populations that struggle with language. In this paper, I review the evidence for and against this Visual Ease Assumption in three clinical populations in which language deficits are common or diagnostic: autism spectrum disorder (ASD), specific language impairment (SLI; now known as Developmental Language Disorder, DLD), and aphasia. I first redefine the Visual Ease Assumption as two testable predictions: (a) that visual narrative processing should be unimpaired for clinical populations compared to neurotypical (NT) populations; and (b) that in clinical populations, visual narrative processing should be less impaired than linguistic narrative processing. Through a review of the limited evidence available to test these predictions in ASD, SLI, and aphasia, I show that the Visual Ease Assumption is largely unsupported in empirical studies. Furthermore, I outline three additional limitations of the Visual Ease Assumption regarding the complexity of narrative processing, visual narrative tasks, and cognitive deficits in different clinical populations. Therefore, visual narratives should not be assumed to be "easier" for clinical populations that struggle with language; instead, a more thorough consideration of the cognitive processes involved in visual narrative processing is needed.

Dismantling the "Visual Ease Assumption:" A Review of Visual Narrative Processing in Clinical Populations.

Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD

The purpose of the multi-year study discussed in this article was to investigate the impact of pre-service educator participation in a community-based service-learning program for children with disabilities. Pre-service educators who were enrolled in either an adapted physical education or introduction to special education course participated in the Children’s Adaptive Physical Education Society!, a skill-development program for 35 children (ages 5-12) with developmental disabilities. Two measures—a modified regular education initiative survey and a reflective blog assignment—were administered to the participants to identify changes in their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms. The results revealed statistically significant gains in their understanding, confidence, willingness, skill set, and educational satisfaction. Responses in the reflective blogs further supported the statistical findings, suggesting that a community-based learning program provides pre-service educators with sufficient experiences to positively and effectively change their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms.

/pdf/pre-service-educator-preparation-to-teach-children-with-1wow7w8rc0.pdf

Pre-Service Educator Preparation to Teach Children with Disabilities Through Service-Learning

Play is one of the essential components in proper development of first-grade students. Since the adoption by various states of the Common Core State Standards (CCSS), two outcomes have developed: (a) increased instructional time and (b) decreased public school recess periods across school districts. Given the complex nature of daily instructional practices and the lack of opportunity to engage in play (i.e. which in turn decrease the chances for first graders to interact and improve their pro-social skills), classroom teachers need to begin to model and incorporate bibliotherapy as a means to enhance pro-social interactions during daily language art lessons. The purpose of this article is to introduce first-grade teachers to a four-step guide for incorporating bibliotherapy with the ‘Key Ideas and Details' strand of the CCSS on reading informational text while teaching the needed pro-social skills for first-grade students.

Modelling and Bibliotherapy as Tools to Enhance Pro-Social Interactions during English Language Arts Lessons with First Graders.

Field trips are an evidence-based practice to improve learning in K-12 students. Educator training traditionally includes several evidence-based practices to prepare teachers. While the power and impact of field trips for education and recreational purposes for K-12 students is widely accepted, less understood is the role of field trips for college students preparing to become educators. The current investigation is part of an ongoing multi-year survey exploring the impacts of attending a multiday professional convention for teachers. Online surveys were distributed to participants to measure the influence of a conference attendance field trip on new teacher retention rates, academic performance, and professional networking. Both undergraduate and graduate students were included as participants and responded to Likert-type and open-ended questions. Results indicate a positive impact on teacher retention for current and future educators, higher academic performance while attending university, and increased professional involvement opportunities. Future studies are needed to address the limitations of self-reporting.

/pdf/don-t-forget-the-field-trip-the-professional-impact-on-k-12-4kbq6lgi1n.pdf

Don't Forget the Field Trip! The Professional Impact on K-12 Teacher Preparation and Retention.

/pdf/changing-perceptions-of-pre-service-educators-through-30gte2343n.pdf

Changing Perceptions of Pre-Service Educators through Service-Learning.

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